tips for ielts

Listening section needs keen attention of the candidate. Try to scan the questions before the recording starts and anticipate the answers, write them down in pencil on the question booklet. Change them, if required when the recording plays. Please do not assume that you can write answers after the recording stops. This will never happen since you will forget the answers after the recording.

Reading section needs only careful reading. Some questions may be tricky, so do not assume anything. All answers should be based on the passage given.

Writing needs a little bit of actual writing because we all are now used to typing on the computer and hence the speed and word count will come only with practice in a day or two.

Please do not worry about the speaking test. This will happen in a very natural and encouraging environment. Hence be confident, use English language for daily use as much as possible.

There is no need to go for IELTS coaching classes. Training available on Internet is sufficient. Use IELTS-Blog site as much as possible.

Good luck to all candidates and thanks to IELTS-Blog.com”

http://www.scribd.com/doc/52310537/jOURNAL-of-Applied-Research-in-Edu

dub dab dup dap

its confirm...

the interview will be held on 3rd of Nov 2011....Thursday...but i'm still not ready yet...huhu...e/thing related to intvw, of course i will not ready...hihi...but i will try my best...insyaallah..

its confirm!!!

Its confirm

Lama betul xpost kat blog nie...regarding dub dab dub dab ritu, dah confirm...dah lapor diri pada 3 January 2012 as lecturer sementara DS45...so skang nie dah bln 3, 2 months already working as lect....gaji pon ok sket dari keje sblm nie lah...alhamdull=illah...skang nie nak menyesuaikan diri masuk mengajar plak...pastu plan amik study leave...coz skang nie jugak buat phd dah...sem2 already skang nie...so study leave kene apply cepat2....hopefully by nex sem, dah dpt study leave...insyaallah...

selain dari tue gak, kene make sure buat penulisan dan penerbitan banyak gak...tp bahan nak manulis xder g...maybe just guna thesis masters utk penulisan skang nie...yang phd punyer, masih di peringkat nak buat cadangan proposal...so akan mula start dengan projek phd, maybe next sem...

insyaallah...all da best TMTS.....

Education Journey

Education 1.0 was characterized by a teacher lecturing from the front of the classroom and scribbling on a chalkboard while students were primarily observers and listeners.

Education 2.0 took those traditional teaching methods and replaced chalkboards and filing cabinets with personal computers, digital projectors, educational software, and data systems— allowing for massive data collection, as well as some curricular changes and economies of scale. In other words, schools added computer labs and other technologies to their instruction, but they didn’t make those tools a vital, transformational part of the curriculum; for the most part, teachers still imparted knowledge from the front of the class, and students still listened and took notes.

Education 2.0 begins the transition to a new educational paradigm based on knowledge production and innovation production, the appropriate engines for viable 21st Century economies.

Education 3.0, which empowers students to produce, not merely to consume, knowledge. Education 3.0 is made possible by Education 2.0 (Internet-enabled learning), and by centuries of experience with memorization (Education 1.0). Ed­u­ca­tion 3.0 sub­sti­tutes this “just in case” mem­o­riza­tion with skills for de­sign­ing their fu­tures in a so­ci­ety that is in­creas­ingly de­pen­dent on imag­i­na­tion, cre­ativ­ity and in­no­va­tion. Education 2.0 is a necessary foundation for Education 3.0. World-wide, productivity through 2.0 “open sourcing” creates “pushes” toward involvement in innovation.

Education 3.0 is to take a holistic approach in which technology is as important a part of instruction as the teachers and the lesson plans, and where all three pieces work together seamlessly. Education 3.0, its evangelists say, creates a transformational, hands-on learning environment that help motivate students to develop the skills and knowledge they’ll need in the modern world: problem solving, critical thinking, innovation, business literacy, and collaboration.

Education 3.0 is qualitatively different incarnations that build upon Education 2.0 information sourcing capabilities and, to a lesser extent, the memorization habits of Education 1.0. We realize that most of the world’s education is at the l.0 level, and that only a fraction of world education is “officially” moving toward Education 2.0 despite the fact that students often attempt to Leapfrog beyond 1.0, if only – and often by necessity - outside the classroom.

Education 1.0 and 2.0 did not focus as much on the real-world skills that students need. You clearly need to design curriculum and teaching and learning practices and use technology to develop those skills in your students. Education 3.0, it’s more about holistic transformation. This transformation must start with student instruction in mind: Curriculum teams need to develop lesson plans that incorporate technology as an essential component, and one that enables a hands-on, project-based approach to instruction—making whatever adjustments to the classroom environment are necessary. School districts must set up technology-planning teams to assess their current technology, staffing, and workflow, then build a forward-looking technology plan and maintain it. Students must have access to basic technology tools, such as word processing and spreadsheets, as well as always-on connectivity. Teachers—trained properly in the use of new tools and technology to help guide instruction—must select up-to-date content from online resources and edit digital content to personalize the curriculum for each student. And all of this should be standardized across the district to maintain a consistent vision and minimize costs and complexity.

Figure   1          Transformation of Education

Table 1 Comparison between Education 1.0, 2.0 and 3.0

	“Download” Education 1.0	“Open Access” Education 2.0	Knowledge Producing Education 3.0
Meaning is…	Dictated	Socially constructed, with aid of (usually limited) Internet access	Socially constructed and contextually reinvented knowledge
Technology is…	Confiscated at the classroom door (digital refugees)	Cautiously adopted open access (digital immigrants)	Everywhere (digital natives in a digital universe) for ubiquitous knowledge construction and transmission
Teaching is done …	Teacher to student	Teacher to student and student to student (progressivism); Internet resources are a normal part of learning activities	Teacher to student, student to student, student to teacher, people-technology-people (co-construction of knowledge)
Schools are located…	In a building (brick)	In a building or online (brick and click), but increasingly on the Web throughhybrid and full internet courses	Everywhere in the “creative society” (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)
Parents view schools as…	Daycare	Daycare with an laboratory edge, provided by open access and gradual movement toward project-based learning	Places for students to create knowledge, and for which parents may provide domestic, volunteer, civic, and fiscal forms of support
Teachers are…	Licensed Professionals	Licensed Professionals who team with students, parents and others to (gradually) create more interesting class experiences	Everybody, Everywhere, backed up by wireless devices designed to provide information raw material for knowledge production
Hardware and software in schools…	Are purchased at great cost and ignored	Are open source and available at lower cost, permitting open access “on the cheap” and beyond school premises and time frames	Are available at low cost and are used purposively, for the selective production of knowledge
Industry views graduates as…	Line workers who must be trained and from whom little created is expected	A workers marginally or ill-prepared for the knowledge-producing economy	As knowledge-producing co-workers and entrepreneurs who can support the development of focused knowledge construction

Educating the best and the brightest in this brave new world will take a new and improved educational paradigm. Ed­u­ca­tion 1.0 schools can­not teach 3.0 stu­dents. The move to the 3.0 par­a­digm re­quires gen­uine and mas­sive struc­tural trans­for­ma­tions. If schools con­tinue to em­brace the 1.0 par­a­digm and are out­moded by stu­dents that thrive in a 3.0 so­ci­ety, we can only ex­pect con­tin­u­ous fail­ure.

	Par­a­digm
Do­main	1.0	2.0	3.0
Fun­da­men­tal re­la­tion­ships	Sim­ple	Com­plex	Com­plex cre­ative (tele­o­log­i­cal)
Con­cep­tu­al­iza­tion of or­der	Hi­er­ar­chic	Het­er­ar­chic	In­ten­tional, self-or­ga­niz­ing
Re­la­tion­ships of parts	Me­chan­i­cal	Holo­graphic	Syn­er­getic
World­view	De­ter­min­is­tic	In­de­ter­mi­nate	De­sign
Causal­ity	Lin­ear	Mu­tual	An­ti­causal
Change process	As­sem­bly	Mor­phogenic	Cre­ative de­struc­tion
Re­al­ity	Ob­jec­tive	Per­spec­ti­val	Con­tex­tual
Place	Lo­cal	Glob­al­iz­ing	Glob­al­ized

Three generations of education

Education 1.0 is, like the first generation of the Web, a largely one-way process. Students go to universities to get education from professors, who supply them with information in the form of a stand up routine that may include the use of class notes, handouts, textbooks, videos, and in recent times the World Wide Web. Students are largely consumers of information resources that are delivered to them, and although they may engage in activities based around those resources, those activities are for the most part undertaken in isolation or in isolated local groups. Rarely do the results of those activities contribute back to the information resources that students consume in carrying them out.

Education 2.0 happens when the technologies of Web 2.0 are used to enhance traditional approaches to education. Education 2.0 involves the use of blogs, podcasts, social bookmarking and related participation technologies but the circumstances under which the technologies are used are still largely embedded within the framework of Education 1.0. The process of education itself is not transformed significantly although the groundwork for broader transformation is being laid down.

Education 3.0 is characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role. The distinction between artifacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. Education 3.0 as used here is embraces many of the concepts referred to by Downes (2005) in his concept of e-learning 2.0, but complements them with an emphasis on learning and teaching processes with a focus on institutional changes that accompany the breakdown of boundaries (between teachers and students, higher education institutions, and disciplines).

Table 2: Educational generations in higher education
Characteristics	Education 1.0	Education 2.0	Education 3.0
Primary role of professor	Source of knowledge	Guide and source of knowledge	Orchestrator of collaborative knowledge creation
Content arrangements	Traditional copyright materials	Copyright and free/open educational resources for students within discipline, sometimes across institutions	Free/open educational resources created and reused by students across multiple institutions, disciplines, nations, supplemented by original materials created for them
Learning activities	Traditional, essays, assignments, tests, some groupwork within classroom	Traditional assignment approaches transferred to more open technologies; increasing collaboration in learning activities; still largely confined to institutional and classroom boundaries	Open, flexible learning activities that focus on creating room for student creativity; social networking outside traditional boundaries of discipline, institution, nation
Institutional arrangements	Campus-based with fixed boundaries between institutions; teaching, assessment, and accreditation provided by one institution	Increasing (also international) collaboration between universities; still one-to-one affiliation between students and universities	Loose institutional affiliations and relations; entry of new institutions that provide higher education services; regional and institutional boundaries breakdown
Student behaviour	Largely passive absorptive	Passive to active, emerging sense of ownership of the education process	Active, strong sense of ownership of own education, co-creation of resources and opportunities, active choice
Technology	E-learning enabled through an electronic learning management system and limited to participation within one institution	E-learning collaborations involving other universities, largely within the confines of learning management systems but integrating other applications	E-learning driven from the perspective of personal distributed learning environments; consisting of a portfolio of applications

In an Education 3.0 world, institutions will be called on to accredit not programs of study or courses, but rather to accredit learning achieved.

Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. Professors and learning resources are scarce. Learning materials are difficult and costly to produce, and being physical objects, they are hard to move around. Being physical objects, they are also rivalrous, so a single copy of a book in a library cannot be signed out to two people at once. Professors are also costly to move around. This results in professors and learning resources being aggregated into institutions within which most of the key processes are contained.

The concept looks at the holistic approach to the transformation of the education system. Education exists in a digital universe and is infused in every aspect of society with every individual looking to innovate and grow intellectually.

Schools need to be equipped with a network and good bandwidth with access to mobile devices and laptops. It should focus on the integration of ICT tools and the internet in the classroom and into the learning process.

Teach­ing in Ed­u­ca­tion 3.0 re­quires a new form of co-con­struc­tivism that pro­vides mean­ing­ful ex­ten­sions to Dewey, Vy­got­sky and Freire, while build­ing the fu­ture. Specif­i­cally, teach­ing in Ed­u­ca­tion 3.0 ne­ces­si­tates a Leapfrog ap­proach with:

• Adults who are ea­ger to imag­ine, cre­ate and in­no­vate with kids
• Kids and adults who want to learn more about each other
• Kids and adults who part­ner to col­lab­o­rate in teach­ing to and learn­ing from each other
• Kids who work at cre­ative tasks that mir­ror the in­no­va­tion work­force
• An un­der­stand­ing that kids need to con­tribute to all eco­nomic lev­els, and with bet­ter dis­tri­b­u­tion of ef­fort than in the past

Education 3.0 is a term that has been used to describe a level of transformative capabilities and practices for education in the 21st century. Education 3.0 is an interesting approach that views Web 2.0 as an enabling technology for change in HE.

Characterising three stages of education they describe:

·         Education 1.0 as being in a didactic style,

·         Education 2.0 as Education 1.0 enhanced by use of Web 2.0 technologies.

·         Education 3.0 as "characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artefacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role. The distinction between artefacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. Education 3.0 as used here embraces many of the concepts referred to by Downes (2005)119 in his concept of e-learning 2.0, but complements them with an emphasis on learning and teaching processes with a focus on institutional changes that accompany the breakdown of boundaries (between teachers and students, higher education institutions, and disciplines)."

These concepts are widespread. In Europe there is a groundswell of interest in whether Web 2.0 will act as either a transformative or an enabling force in changing universities by blurring the boundaries between individual universities, by blurring the boundaries between higher education and open education, by giving rise to the need for other qualification awarding bodies at HE levels, and by changing learning and teaching practice.

cost

Education 3.0 provides an alternative scenario in which an open higher education environment can bring the mechanisms of open peer review and critical rationality (Popper, 1972) to teaching and learning, reduce cost through resource sharing, and increase collaboration across national and institutional borders.

Table 1.0 highlights three key distinctions between HE 1.0 and HE 2.0. As the previous sections have discussed, these may firstly involve the primary role of a lecturer changing from broadcasting to a lecture theatre full of students to facilitating an integrated online and off-line learning environment. Secondly, there may be a move away from a reliance on linear teaching delivery, via traditional lectures, and towards the use of media such as podcasts and videos which students can control as they please. Thirdly and perhaps most

significantly, as mashups and resource piggybacking become the norm there is likely to be a far looser coupling of teaching content to an academic’s parent institution.

Table 1: HE 1.0 and HE 2.0

Education 1.0	Education 2.0	Education 3.0
characterized current systems used in education as a design pattern that is not supportive of lifelong learning or personalization, is asymmetric in terms of user capability (e.g. between learners and teachers), and disconnected from the global ecology of Internet services.		Characterized the disruptive nature of decentralized educational technologies and documented some of the technological, social and behavioral changes that are leading to Education 3.0 under the heading E-Learning 2.0
Produced a convergence of institutions, and limited the range of potential areas of knowledge that could be the subject of programs of study. Aggregation within a paradigm of scarcity also means that educational processes and educational pathways are limited.		An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce. Being digital, such resources are non rivalrous, there is no limitation on the number of people that can access the same resource simultaneously. Digital resources do not need to be aggregated into physical facilities, and many are 'out there on the Internet'.
The key features of this version 1.0 were 1.      Unstructured learning experiences - nobody would "instruct", kids would just learn 2.      Holistic learning experiences - the processes were totally 360 degrees (naturally!) 3.      Practical orientation of learning experiences - there were no artificial classrooms	The key features of this version 2.0 were - 1.      Structured learning experiences - teachers would formally instruct kids 2.      Fragmented learning experiences - learning was broken up into separate pieces 3.      Theoretical orientation of learning experiences - artificial classrooms created artificial, theoretical experiences
Learning was gained through observation, repeat, inculcate and imitation.	Transitioned from apprenticeship to formal education and training. Despite our movements toward universal education, access to knowledge and opportunity continues to be inequitable throughout the world. Even with the arrival of the computer revolution, access to the tools of learning continues to define the learner.	Education 3.0 will only be gained through investment and universal standardization. Platforms for education and learning will slowly standardize and become globally accessible and affordable.
First generation of the web, mainly a one way process	uses the technologies of Web 2.0 to create more interactive education but largely within the constraints of Education 1.0	Breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning.
The chalk and talk era	Assistive aides like multimedia	Large focus on communication and collaboration
	Key points 1) Social networking (and social computing in general) transforms the learning framework by providing huge potentials for self-guided learning, cooperative learning and life-long learning. 2) The use of social networks in education, even if it’s starting within the educational providers, has a huge influence in the typical (classical) education. Thus it will assist its modernization which is necessary so the later can easily adapt to the new requirements. 3) The “education 2.0” phenomenon, “questions” the current educational models through: a) the transformation of the teaching process (pedagogical aspect), b) by placing new requirements in the administration of the teaching process (administrative aspect), c) by involving new educational tools (technological aspect) that contribute to a more complete and without discrimination education for the European citizens. 4) The boundaries between school and home, between formal and informal education, between teacher and learner, between education and entertainment, between content management systems and learning content management systems tend to become more and more blurred, more and more thin. 5) Although the current trend indicates that we are about to face a major change to the education as we know it, the deeper understanding of the “learning 2.0” phenomenon and its consequences to the learning process, to students, teachers, and to the educational system altogether, is still quite poor. Farther research and analysis is needed to a series of critical factors so that all aspects and angles canbe fully understood.	Key components of Education 3.0 1. Curriculum, Pedagogy, and Assessment This involves… • A student-centered, personalized approach to instruction; • Interdisciplinary and project-based work; • A 21st-century curriculum that integrates skills such as problem solving, critical thinking, communication, and collaboration into the core curriculum areas; and • Authentic assessments that measure these key 21st-century skills. 2. Infrastructure and Technology This requires… • A forward-thinking technology vision, led from the top; • The creation of flexible learning spaces for students; • A robust IP network that can support several interconnected learning and administrative systems simultaneously; • Ubiquitous access to technology for all staff and students; and • Sustained, targeted, and integrated staff development in both technology and pedagogy. 3. Policies, Procedures, and Management This includes… • A well-governed and managed system, with clear policies and procedures for using technology to transform education; • A “change management” plan to guide this educational transformation and ease the transition; • Data-driven accountability and decision-making; and • An integrated ecosystem of partners. 4. Leadership, People, and Culture This requires… • Visionary leadership; • Excellent teachers, principals, and system leaders; and • An ambitious, collaborative, and innovative school culture.
		Factors are cited as catalyst for Education 3.0 Education Wide diffusion of of e-learning Growing interest in alternatives to teacher-centred approaches such as constructivism Local, regional, and international collaboration to create repositories of educational content Awareness for the need of recognition of prior learning Increasing use of the Internet to find information and just in time learning Social Increasing use of information technologies in daily life and for social purposes Increasing social use of online virtual spaces A new definition of self and society that includes computer mediated social structures, and people outside of one's immediate physical environment Technology The widespread adoption of personal computers and the Internet The emergence of Web 2.0, including blogs, podcasts, social interaction tools, etc. E-Learning platforms or learning management systems that incorporate features of Web 2.0 Free and open source software Legal The development of alternative licensing mechanisms to traditional copyright, which promote the use and reuse of (educational) content without requiring further explicit permission by the author or copyright holder or payment of royalties Economic Internet mediated peer-production has emerged as an efficient organizational model for development of information goods and complements the traditional understanding of firm- and market-organized production processes

UKM...

meeting sana meeting cni...

actually masa nie..meeting masa nak buat buku/monograf...

masters punya project...

love n miss the moment with GREAT friends...

Averex TechNology/CheMiCaL Sdn Bhd

my first job...

production exe...

but actually more on management & administrative matter...

hehe..

me in action...haha...know how to drive forklift very little...afraid if inside the factory...coz lots of goods there...

check the properties before receive it...

20 Resepi BerSaHaBaT

Apabila bersahabat, diri sendiri dan sahabat harus mempunyai harapan dan tanggungjawab tersendiri agar persahabatan itu kekal dan diredhai Allah Taala.

Antaranya;
1. Bersikap jujur dan berterus terang
2. Jangan menyimpan kisah silam@pertengkaran lama dalam hati
3.Sentiasa membantu,tidak berkira wang ringgit, tenaga dan masa
4.Ketahanan bergurau senda, adat bergurau, pastikan anda dan sahabat boleh menerima gurauan
5.Jangan terlalu celupar@mengkritik orang lebih mudah menerima cadangan
6.Jangan terlalu mengambil tahu hal peribadi orang terdekat dengan sahabat seperti tunang, isteri, suami /janda/duda dahulu.
7.Perkara sensitif seperti gaji, kenaikan pangkat dan hutangnya usah di tanya.
8.Pandai menyimpan rahsia terutama hal peribadi seperti rumahtangga atau hubungan suami isteri sahabat.
9.Terima kekurangan dan keburukan sahabat seadanya. Cuba lihat positifnya.
10.Bijak menyesuaikan tutur kata dengan keadaan emosi sahabat.
11.Berita baik atau berita sedih sahabat biarlah dia sendiri memberitahu rakan lain walaupun kita sudah mengetahui. Ini tanda kita menghormatinya.
12.Mampu memaafkan kesilapan sahabat dan memberi peluang kepadanya
13.Menghormati hak dan kehidupan peribadi sahabat. Sesekali beri peluang sahabat bersendiri. Jika terlalu berdampingan, mungkin menjemukan dan kita hanya menyekat perhubungannya dengan insan lain.
14.Ada perkara@masalah sahabat boleh diberi nasihat dan cadangan.
15.Ada isu sensitif yang mungkin sahabat hanya mahu meluahkannya kepada kita tetapi enggan mendengar cadangan@pandangan.
16.Jikalau salah seorang marah,biarkan dia bercakap apa saja. Beri peluang dia melepaskan amarah di hati. Jangan di balas, berdiam diri dan tunggu hingga dia reda dan sejuk dulu. Kena terima hakikat, setiap orang ada lautan di hati yang pasang surut.
17.Tidak terlalu akrab spt membawa keluarga sendiri bermalam, berkelah atau bercuti bersama-sama keluarga sahabat.
18.Seandai ada perasaan cuak pada sahabat, risiklah daripada orang yang rapat dengannya. Orang tengah yg jujur boleh membantu.
19.Sewaktu sahabat sedang marah, elok mendiamkan diri. Jikalau ia mengomel, kita hanya dengar dan angguk. Itu lebih baik drp membuat komen . Ia boleh memburukkan keadaan.
20.Sirami persahabatan dengan pemberian@ucapan yang merangsang perhubungan.

***Kalau kita menerapkan 20 Resepi ini dalam persahabatan . Insya’allah, persahabatan kita akan kekal abadi meskipun pernah di landa ribut taufan. Apalah ertinya hidup kita tanpa ada sahabat disisi kita.

Doa-Doa Amalan Harian

بِسْمِ اللَّهِ الذي لَا يَضُرُّ مع اسْمِهِ شَيْءٌ في الأرض ولا في السَّمَاءِ وهو السَّمِيعُ الْعَلِيمُ
doa pelindung diri....



PRAYER BEFORE STARTING WORK

Allah, as I enter this workplace,
I bring your presence with me,
I speak Your Peace, Your Grace, Your Mercy and Your perfect order into this office,
I acknowledge Your Power over all that will be spoken, thought, decided and done within these walls.
Allah, I thank you for the gifts You have blessed me with
I commit to me with the light in Your “Noor”
May that work that I do and the way I do bring faith, joy and smile to all that I come in contact today.
And Ya Allah, when I leave this place, give me traveling mercy, Bleass MY FaMiLY & home to be in order as I leave it.
Allah, I thank you for everything you’ve done, everything you’re doing and everything you’re going to do.
In the Name of using them responsibly in Your Honour
Give me a fresh supply of strength to do my job
Bless my projects, ideas, and energy so that even my smallest accomplishment may bring Your Glory.
Allah, when I am confused, guide me. When I am weary, energise me.when I am burned out, infuse Allah I pray, with much love & thanksgiving…….

Ameennnnn………………

SeMaLaM aDaLaH kEnAnGaN, hArI iNi SuAtU kEnYaTaAn & EsOk MeNjAdI iMpIaN

♥ Hatiku seperti buku..

Di halaman pertama,aku tulis nama Allah,org tuaku & keluargaku.

Kerana,tanpa mereka---aku xkan ada di dunia ini..

♥ Dihalaman selanjutnya aku tulis nama teman2x ku,kerana mereka sgt bererti buatku..

♥ Lalu ku buka sampai bahagian tengah,ku tulis nama org yg pernah menyakitiku---kerana bahagian tengah mudah utk dirobek & dibuang..

♥ Dan dihalaman terakhir,ku tulis namamu.. Kerana,kamu akan menjadi seseorg yg sangat bererti selamanya...& sampai akhir cerita buku kehidupanku... :)

InsyaAllah..

Tips For IELTS Academic Module

Listening test

Section 1. A woman wanted to register her sister in a family club.

Section 2. A man was discussing with a teacher his future university subjects, including tourism.

Section 3. Don’t remember.

Section 4. About a new swimming pool.

Reading test

Passage 1. A text about endangered type of horses that were bred by a scientist in France and released into the wild in Mongolia.

Passage 2. About dying languages and scientific ways to prevent this process.

Passage 3. Don’t remember.

Writing test

Writing task 1 (a report)

We were given two diagrams (histograms) describing the population density in 5 countries in 2003 and the rise of population in the cities from 2003 to 2005.

Writing task 2 (an essay)

Some think that computer games are dangerous for children in every way; others think that computer games help children’s development. Discuss both views and give your opinion.

Speaking test

Interview

- What is your name?
- Where do you come from?
- Describe your house or apartment.
- What do you like about your bedroom?

Cue Card

Talk about money that you received as a present. Please say

- Who gave you the money?
- When did you receive the money?
- How did you spend it?

Discussion

- Which professions have the highest salaries in your country?
- Who should have the highest salaries in your view?
- Should parents give their children a lot of pocket money?

Sharing from ielts test taker got band 8.0

These are the techniques that I used:

Listening

I listen to the radio whenever I can. On the radio, the pace of talking is much faster than in an IELTS listening recording. So when you can understand what people are saying on the air, I am sure IELTS listening wouldn’t be too hard for you. I also pay my full attention when listening to native English speaking friends. When getting involved in a daily conversation with native speaker, you get a better idea of the local way of saying different things.


Reading

What I did was to have loads of practice with mock exams. Every now and then I would read some articles if they interest me, but I am not that into reading. My advice of regular reading habit is to start with something that you indeed have interest in. If you force yourself to read articles that you actually think are boring, you might find it hard to persist. For those who worry about the amount of vocabulary, I personally think that the technique of skim reading can get you a higher score.


Writing

I spent most of my time getting this component right. I wrote an essay every two days and got it revised by my girlfriend. After revision, I made sure that I understand what can be improved. It would be the best if you take down notes every time, but sometimes I get lazy and skip this part.


Speaking

Try to talk to English speakers more often every day. You really have to be brave and express your thoughts, otherwise there won’t be any improvement. Another thing I tried was to say the same thing in different ways. The differences between 6 and 7 is the level of explanation. Every time you talk about one thing, think about a better way to describe it. That’s the main differences between talking and communicating.

In general, not everyone needs a perfect score. If you’re serious about achieving your ideal result, it’s worth knowing how far away you are from it. Focus on your weakness first. For me this means to get my speaking right instead of reading lots of articles, which might be unnecessary when it comes to improvement.

I think that’s it. It’s also advisable to be confident in yourself and have a firm belief that English will only be a piece of cake for you!”